Western Cape Education Department
Directorate: Curriculum FET
LIFE SCIENCES
REVISION BOOKLET
2025 TERM 1
Grade 11
This revision program is designed to assist you in revising the critical
content and skills that you have covered during the 1st term. The purpose
is to prepare you to understand the key concepts and to provide you with
an opportunity to establish the required standard and the application of
the knowledge necessary to succeed in the examination.
The revision program covers the following topics:
• Biodiversity and classification of microorganisms (29 marks in Paper
2 in Final Examination)
• Biodiversity of plants (29 marks in Paper 2 in Final Examination)
• Biodiversity of animals (18 marks in Paper 2 in Final Examination)
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Life Sciences revision booklet 2025
Grade 11 Term 1
Table of Contents
1.
EXAMINATION WRITING TIPS: ....................................................................................... 5
1.1
GENERAL TIPS FOR WRITING LIFE SCIENCES: ........................................................... 5
1.2
HOW TO APPROACH YOUR LIFE SCIENCES EXAMINATION: ................................... 5
TERM 1 CONTENT ................................................................................................................. 6
2.
BIODIVERSITY OF MICROORGANISMS......................................................................... 6
2.1
Introduction: ............................................................................................................. 6
2.1.1
Viruses: ................................................................................................................... 6
2.1.2
Bacteria: ................................................................................................................ 6
2.1.3
Protista: .................................................................................................................. 7
2.1.4
Fungi: ..................................................................................................................... 8
2.2
Study the following roles of viruses, bacteria, Protista and fungi in maintaining
balance in the environment: ............................................................................................. 9
2.2.1
Their role as producers in food chains: ............................................................... 9
2.2.2
Role in maintaining oxygen and carbon dioxide levels: ................................... 9
2.2.3
Role as decomposers: .......................................................................................... 9
2.2.4
Role in the nitrogen cycle: ................................................................................... 9
2.3
Study the role of microorganisms in symbiotic relationships: ................................ 9
2.3.1
Nitrogen-fixing bacteria in plants: ....................................................................... 9
2.3.2
Bacteria in the human intestines: ...................................................................... 10
2.4
Study the diseases caused by microorganisms: .................................................. 10
2.4.1
HIV/AIDS as an example of a disease that is caused by VIRUSES: ................. 10
2.4.2
TUBERCULOSIS as an example of a disease that is caused by BACTERIA: ..... 11
2.4.3
MALARIA as an example of a disease that is caused by PROTISTS: ............... 11
2.4.4
THRUSH as an example of a disease that is caused by FUNGI: ...................... 12
2.5
Immunity: ................................................................................................................ 12
2.5.1
Immune responses in plants: .............................................................................. 12
2.5.2
Immune responses in animals: ........................................................................... 13
2.6
Vaccinations: ......................................................................................................... 13
2.6.1
The use of microorganisms to produce medicine: .......................................... 13
3.
BIODIVERSITY OF PLANTS:........................................................................................... 14
3.1
Study the following information on the four plant groups i.e. Bryophytes,
Pteridophytes, Gymnosperms and Angiosperms: .......................................................... 14
3.2
The characteristics of the four plant groups: ....................................................... 15
3.3
Reproduction in plants: ......................................................................................... 15
3.3.1
Asexual reproduction: ........................................................................................ 15
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Life Sciences revision booklet 2025
Grade 11 Term 1
3.3.2
Advantages of asexual reproduction: ............................................................. 16
3.3.3
Disadvantages of asexual reproduction: ......................................................... 16
3.3.4
Sexual reproduction: .......................................................................................... 16
3.3.5
Advantages of sexual reproduction: ................................................................ 16
3.3.6
Disadvantages of sexual reproduction: ........................................................... 16
3.4
FLOWERS AS REPRODUCTIVE ORGANS: ................................................................ 16
3.4.1
The structures of the flowers of dicotyledonous and monocotyledonous plants to
understand pollination. .................................................................................................... 16
3.4.2
What is pollination and define the different types of pollination? ................. 18
3.4.3
How are different flowers adapted for pollination? ........................................ 19
3.4.4
Adaptations of a wind pollinated flower:......................................................... 19
3.4.5
Adaptations of an insect pollinated flower: ..................................................... 19
3.4.6
Adaptations of a bird pollinated flower: .......................................................... 20
4.
BIODIVERSITY OF ANIMALS:........................................................................................ 20
4.1
Key features of body plans of animals: ................................................................ 20
4.1.1
Symmetry and cephalisation: ............................................................................ 21
4.1.2
Tissue layers: ........................................................................................................ 21
4.1.3
Openings in the gut: ........................................................................................... 21
4.1.4
Coelom and blood systems: .............................................................................. 21
4.1.5
The body plans and mode of life of the six phyla: ........................................... 21
5.
REVISION QUESTIONS: ................................................................................................ 23
END OF DOCUMENT ......................................................................................................... 30
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Life Sciences revision booklet 2025
Grade 11 Term 1
List of figures (content only)
Figure 1:
Structure of a bacteriophage (a virus)
6
Figure 2:
Structure of a bacterium
7
Figure 3:
Structure of an Amoeba (protist)
8
Figure 4:
Structure of bread mould (Rhizopus)
8
Figure 5:
Phylogenetic tree of evolution of plants
14
Figure 6
Structure of a flower of a dicotelydonous plant
17
Figure 7:
Structure of a flower of a monocotelydonous plant
18
Figure 8:
Diagram showing self-pollination
18
Figure 9:
Diagram showing cross- pollination
19
Figure 10:
Phylogenetic tree of the Kingdom Animalia
20
List of tables (content only)
Table 1:
Instructional verbs and meaning
5
Table 2:
Comparative table of the four plant groups
15
Table 3:
Comparative table of the six animal phyla
22
5
Life Sciences revision booklet 2025
1.
EXAMINATION WRITING TIPS:
1.1
GENERAL TIPS FOR WRITING LIFE SCIENCES:
1.2
Grade 11 Term 1
•
The final external examination in Grade 11 consist of two (2) question papers of
150 marks each. Each question paper covers a variety of content topics. Ask
your teacher for an outline of the content topics and weighting of each topic
in each question paper.
•
The duration of each of the final question papers in Grade 11 is 2½ hours.
•
All questions in each question paper are COMPULSORY.
•
You need to do all your drawings and graphs in pencil and labels should be in
blue or black ink. You may not use graph paper when drawing graphs.
•
Make sure that you have all the necessary stationery for your examination e.g.
blue or black pens, a pencil, an eraser, a ruler, a non-programmable calculator,
protractor and a compass.
HOW TO APPROACH YOUR LIFE SCIENCES EXAMINATION:
•
Each Life Sciences question paper consists of TWO sections i.e. SECTION A (50
marks) and SECTION B (two questions of 50 marks)
•
When answering a multiple-choice question in Section A, read the question and
four options carefully, evaluate each option and eliminate each incorrect
option.
•
In questions that require only a LETTER you only need to write down a LETTER e.g.
‘Give only the LETTER of the part where pollen is produced in the diagram of a
flower’. Other questions might require you to write down both the LETTER and a
NAME e.g. ‘Give the LETTER and NAME of the part of the flower in the diagram
that receives the pollen’.
•
Use the correct spelling when you use biological terminology in your answers.
Use scientific names in terminology and avoid using common names.
•
The instructional verbs (in italics) e.g. name, give, describe, explain etc. and the
mark allocation per question give an indication of what and how much
information you should provide in your answer.
Table 1: Instruction verbs and meaning
Instructional
verb
Name
Differentiate
Tabulate
Describe
Explain
Compare
Meaning
Give the name of something
Use differences to qualify between two or more categories
Draw a table and indicate the answers as direct pairs.
State in sentences the main points of a process
Give your answer in a cause-effect or statement and reason
sequence
Give similarities and differences between concepts
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Life Sciences revision booklet 2025
Grade 11 Term 1
TERM 1 CONTENT
Study the core content below on the topics biodiversity and classification of
microorganisms, biodiversity of plants and biodiversity of animals.
2.
BIODIVERSITY OF MICROORGANISMS
2.1
Introduction:
Some living organisms are so small that they cannot be seen with the naked
eye and are known as microorganisms e.g. viruses, bacteria, protists and fungi.
2.1.1
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Viruses:
Viruses are very small, do not consist of cells (are acellular) and have no nucleus,
cytoplasm or organelles
A virus consists of a central nucleic acid (DNA or RNA – not both) surrounded by a
protein capsule
Viruses do not perform any of the metabolic reactions of living organisms
They are parasites and can reproduce inside cells of living organisms
The shape of viruses varies from rod-shaped, spherical to more complex shapes
They are pathogens and cause diseases in plants and animals.
Figure 1: Diagram showing a bacteriophage (a virus)
2.1.2
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Bacteria:
Bacteria are small and are classified under the kingdom, Monera
They are small, unicellular organisms and are classified as prokaryotes (do not
contain membrane-bound organelles such as a nucleus, chloroplasts or
mitochondria)
The bacterium cell is surrounded by a cell wall and a plasma membrane that
encloses the cytoplasm.
In some bacteria the cell wall is surrounded by a slime layer or capsule
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Life Sciences revision booklet 2025
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•
•
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Grade 11 Term 1
Genetic material (DNA) is concentrated in a chromatin body known as the
nucleoid.
Some bacteria move in liquids by means of long thread-like structures called
flagella
Most bacteria reproduce asexually through binary fusion where a single cell
divides into two cells.
Bacteria occurs in various shapes e.g. rod -shaped (bacillus), spherical (coccus),
spiral shaped (spirillum) and comma-shaped (vibrio)
Some bacteria are autotrophic but the majority are heterotrophic.
Figure 2: Diagram showing a bacterium
2.1.3
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Protista:
Protists are unicellular (e.g. Amoeba) but some are multicellular (e.g. algae)
They are eukaryotes and have a true nucleus
Algae are autotrophic and can photosynthesize because they have chloroplasts
in their cells
Some protists e.g. Amoeba are heterotrophic and are dependent on other
organisms for food
Protists have various locomotory structures e.g. pseudopodia (Amoeba), cilia
(Paramecium) and flagella (Euglena)
Reproduction is mostly asexual and occurs through binary fusion but some can
reproduce sexually e.g. some algae
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Life Sciences revision booklet 2025
Grade 11 Term 1
Figure 3: Diagram showing Amoeba (Protista)
2.1.4
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Fungi:
Some fungi are unicellular (e.g. yeasts) and some are multicellular (e.g.
mushrooms and moulds)
All fungi have true nuclei and are eukaryotic
Cell walls consist of chitin
Fungi have no chloroplasts and are heterotrophic
Most fungi are saprophytes (live on dead organic plant or animal matter) e.g.
bread mould and mushrooms
Some fungi are parasites and feed on living material
The bodies of multicellular fungi are made up of threads called hyphae. All the
hyphae together form a mycelium. The hyphae are often multinucleate (have
many nuclei).
Fungi reproduce both sexually and asexually.
Asexual reproduction in unicellular fungi such as yeasts is by budding.
In multicellular fungi asexual reproduction is by means of spores.
Figure 4: Diagram showing bread mould (Rhizopus)
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Life Sciences revision booklet 2025
Grade 11 Term 1
2.2
Study the following roles of viruses, bacteria, Protista and fungi in maintaining
balance in the environment:
2.2.1
Their role as producers in food chains:
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2.2.2
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2.2.3
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•
2.2.4
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•
•
•
•
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Autotrophic bacteria and protists (algae) produce their own organic nutrients
through photosynthesis.
Chemosynthetic bacteria also act as producers and they use energy from
chemical reactions instead of sunlight to produce sugars and various by-products.
Energy is stored in carbohydrates produced and it is available to the next trophic
level i.e. the consumers.
Role in maintaining oxygen and carbon dioxide levels:
Autotrophic bacteria and algae use carbon dioxide and release oxygen during
photosynthesis.
In this way the oxygen and carbon dioxide balance in the environment is
maintained.
Role as decomposers:
Decomposition bacteria, saprophytic fungi and protists break down dead organic
matter.
Water, carbon dioxide, ammonia and energy are released into the soil, water and
air during decomposition
Elements such as carbon, nitrogen, phosphorus etc. are recycled and are made
available for plants.
Role in the nitrogen cycle:
Bacteria play an important role in the recycling of nitrogen.
Atmospheric nitrogen is converted into nitrates through lightning and by nitrogenfixing bacteria in the soil.
Plants remove the nitrates in the soil and animals obtain the nitrogen by eating
plants.
When plants and animals die, the proteins in their bodies are broken down into
ammonia by decomposition bacteria.
The ammonia that is released by the decomposition bacteria is processed by the
nitrifying bacteria into nitrates which can be absorbed by plants.
Nitrates in the soil can also be converted to free nitrogen in the atmosphere by
denitrifying bacteria.
2.3
Study the role of microorganisms in symbiotic relationships:
2.3.1
Nitrogen-fixing bacteria in plants:
•
•
•
Nitrogen is needed by all organisms because it forms part of proteins.
Nitrogen in the atmosphere cannot be used by most organisms.
Mutualistic nodule bacteria on the roots of legumes (peas, beans) absorb
nitrogen gas from the air spaces between soil particles and convert the nitrogen
to nitrates that the plant can absorb.
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Life Sciences revision booklet 2025
•
2.3.2
•
•
•
2.4
Grade 11 Term 1
The legumes provide food and a secure habitat for the bacteria.
Bacteria in the human intestines:
Escherichia coli (E. coli) bacteria lives in the large intestines of humans
E. coli produce vitamin K which plays an important role in blood clotting in
humans.
In exchange, E. coli obtain nutrients from the human intestine and the intestine
environment protects the bacteria.
Study the diseases caused by microorganisms:
Note: You are required to study the effect and management of ONE disease
of each of the four groups listed below. This resource material only covers
ONE of the diseases of each of the groups. Ask your teacher which FOUR
diseases will be covered at your school.
Virusses – rabies/HIV and AIDS/influenza
Bacteria – blight, cholera, tuberculosis, anthrax
Protists – malaria
Fungi – rusts, thrush, ringworm, athlete’s foot
2.4.1
•
•
•
HIV/AIDS as an example of a disease that is caused by VIRUSES:
Acquired Immune Deficiency Syndrome (AIDS) is a sexually transmitted disease
caused by the Human Immunodeficiency Virus (HIV)
The virus infects and destroys cells of the immune system which are known as the
CD4 – cells. This weakens the body’s immune system.
The HI virus is spread mainly through the transfer of body fluids such as semen and
blood from an infected person to another person.
Effects of HIV/AIDS:
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A lack of symptoms during the first phase of infection which can last years.
Flu like symptoms which include headaches, fever, tiredness, and the swelling of
lymph glands in the armpits, throat or groin can occur.
As the immune system weakens symptoms such as repeated cold-sore infections,
prolonged fevers, night sweats, etc. occur. Extreme weight loss can also occur.
A weakened immune system allows secondary or opportunistic infections to
occur. These include respiratory infections, pneumonia, epilepsy, dementia, skin
cancers, lymph cancer and tuberculosis.
In the final phase of HIV infection, the disease is known as AIDS. Death can occur
in this phase due to secondary infections.
HIV/AIDS affects families e.g. if both parents are infected and die, their children
become orphans.
The economy of a country is also affected by HIV/AIDS.
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Life Sciences revision booklet 2025
Grade 11 Term 1
Management of HIV/AIDS:
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•
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2.4.2
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Testing for the virus in people who are at high risk (e.g. health workers, prostitutes,
drug users).
Counselling and treatment for infected people with antiviral drugs.
Strengthening the immune system of infected persons.
Treatment of secondary infections.
Education and the prevention of infection by not having sexual intercourse or
using protection such as a condom.
TUBERCULOSIS as an example of a disease that is caused by BACTERIA:
Tuberculosis (TB) is an infectious disease caused by the bacterium,
Mycobacterium tuberculosis.
TB mainly affects the lungs but can also affect other parts of the body such as the
kidneys, brain and spinal cord.
TB is spread through the air when infected people cough or sneeze.
Effects of TB
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When TB bacteria is inhaled, they reproduce and cause infection in the lungs
Symptoms of TB include:
extreme tiredness and weakness
loss of appetite and weight
fever and sweating at night
excessive coughing
chest pains
coughing up blood
Management of TB:
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2.4.3
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Identification of infections through X-rays, skin tests or tissue cultures.
Educating patients regarding the completion of treatment. Treatment involves an
aggressive course of antibiotics over a few months.
MALARIA as an example of a disease that is caused by PROTISTS:
Malaria is a parasitic disease caused by a protist of the genus Plasmodium and is
spread by the female Anopheles mosquito.
Blood is sucked up by the mosquito when it bites an infected person.
This blood contains malaria parasites and they develop in the mosquito.
When the mosquito bites a next person, the parasites are injected into the
bloodstream of that person.
Effects of malaria:
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After infection, the parasites move in the bloodstream to the liver of the infected
person where they multiply.
New parasites enter the blood and multiply in the red blood cells.
The red blood cells may burst because of the multiplication of the parasites and
this can lead to anaemia
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Life Sciences revision booklet 2025
•
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Grade 11 Term 1
Other symptoms of malaria include fever and shivering, headache, joint pain,
vomiting.
If left untreated, malaria may lead to the infected person falling into a coma,
followed by death.
Management of malaria:
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2.4.4
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The best way to manage malaria is to avoid being bitten by mosquitoes in areas
where malaria occurs.
Anti-malarial drugs can be taken before entering a malaria area.
THRUSH as an example of a disease that is caused by FUNGI:
Thrush is caused by a fungus called Candida albicans.
Thrush can grow on all surfaces of the human body but favours moist areas such
as the mouth, vagina and upper parts of the digestive tract.
Effects of thrush:
•
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Oral thrush (in the mouth) is characterised by white sores on the tongue and in the
mouth
Symptoms include difficulty with eating and an uncomfortable burning in the
mouth.
Management of thrush:
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2.5
Improved hygiene
Following a balanced diet
Controlled stress levels
Immunity:
•
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2.5.1
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Immunity refers to the way in which a plant or animal is able to fight an infection.
By means of the immune system, the human body monitors the exposure to
harmful elements and provides defence.
Immune responses in plants:
The first line of defence in plants includes the waxy cuticle, bark and the closely
packed epidermal cells which protects them from invading micro-organisms.
If a plant is injured, it can produce sticky gums and resins in an attempt to seal the
wound and prevent infection.
The second line of defence occurs when a plant becomes infected by a
pathogen and its natural immune response is activated.
It releases chemical compounds such as salicylic acid which are transported in
the phloem to cells which are not affected.
The unaffected cells respond by producing various chemical defences to protect
themselves.
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Life Sciences revision booklet 2025
2.5.2
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2.6
Grade 11 Term 1
Immune responses in animals:
Animals have two types of immunity i.e. natural immunity which is present at birth,
and acquired immunity which develops after exposure to pathogens.
The human body’s first line of defence against pathogens is the external barrier
(e.g. the skin) that prevents harmful substances from entering the body.
If pathogens penetrate the barriers and infiltrate the body, the first response is
inflammation and fever which prevent the multiplication and spread of
pathogens.
Pathogens that have penetrated the body tissues are actively destroyed and the
body stores a memory of the response.
The white blood cells (leucocytes) recognize the pathogens as foreign cells as
soon as they enter the bloodstream and they destroy the pathogens.
The immune system involves two types of white blood cells i.e. lymphocytes and
phagocytes.
Vaccinations:
•
•
2.6.1
A vaccine consists of dead or weakened micro-organisms or their toxins, that will
stimulate the production of antibodies by the lymphocytes.
Vaccinations or immunisation is the process of giving a vaccine either by injection
or orally (by mouth) to prevent disease.
The use of microorganisms to produce medicine:
Antibiotics:
•
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Antibiotics are chemical substances that fight infections caused by bacteria.
Most antibiotics are obtained from fungi.
The best-known antibiotic is penicillin which is produced by the fungus Penicillium.
Antibiotics usually target a specific part of a bacterium e.g. they prevent cell walls
from forming, damage cell membranes and stop protein synthesis.
Production of insulin:
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Biotechnology refers to the use of micro-organisms to make substances which are
useful to humans. These include medicines such as antibiotics and insulin as well
as foods such as bread, wine and cheese.
Human insulin is produced by bacteria in the following way:
a plasmid is removed from a bacterium
the plasmid is cut open using an enzyme
a piece of DNA containing the gene for making insulin is extracted from a
chromosome taken from a human pancreas cell
the DNA is joined to the plasmid from the bacterium to form recombinant DNA
the recombinant DNA is inserted into a bacterium
the genetically engineered bacteria reproduce rapidly
the insulin gene is replicated as the bacteria reproduces
Large numbers of bacterial cells with the gene coding for insulin production is
formed
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Life Sciences revision booklet 2025
Grade 11 Term 1
➢ the insulin is then extracted from the bacteria and purified.
Traditional technology:
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Micro-organisms such as yeast can undergo alcoholic fermentation (respire in the
absence of oxygen).
During this process glucose is changed into alcohol, carbon dioxide and energy.
This type of fermentation is used in the production of beer, wine and cheese.
3.
BIODIVERSITY OF PLANTS:
3.1
Study the following information on the four plant groups i.e. Bryophytes,
Pteridophytes, Gymnosperms and Angiosperms:
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All plants are thought to have evolved from simple unicellular algae.
The kingdom Plantae is divided into four main groups or divisions:
Bryophytes – mosses
Pteridophytes – ferns
Gymnosperms – conifers, cycads
Angiosperms – flowering plants
Figure 5: Diagram showing a phylogenetic tree of the evolution of plants
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The characteristics used to place a plant into one of the four groups depends on:
the presence or absence of true conducting tissues such as xylem and phloem
the presence or absence of true, roots, stems and leaves
the type of reproduction and reproductive structures formed and
the degree of dependence on water for reproduction.
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Life Sciences revision booklet 2025
3.2
Grade 11 Term 1
The characteristics of the four plant groups:
Table 2: Comparative table of the characteristics of the four plant groups:
Characteristic
Bryophytes
Pteridophytes
Gymnosperms
Angiosperms
Vascular tissue
i.e. xylem and
phloem
No true
conducting
tissues
Has well developed
vascular tissues
(xylem and
phloem)
Has well developed
vascular tissues
(xylem and
phloem)
True leaves and
roots
Thallus - no true
roots, stems and
leaves. Rhizoids
anchor the plant
in the ground
Has well developed
vascular tissues
(xylem and
phloem)
Has true roots,
an underground
stem and large
compound
leaves
Has true roots,
stems and leaves
Seeds or spores
and fruit
Produces spores,
no seeds
Produces spores,
no seeds
Dependence on
water for
reproduction
Depends on
water for
fertilisation of
gametes
Depends on
water for
fertilisation of
gametes
Has true roots
(tap root system,
with lateral
roots), woody
stems and small
leaves (needle
shaped)
Produces cones
with seeds
without a
protective
covering. Has
separate male
spores (in pollen
grain) and
female spores (in
ovule)
Does not
depend on
water for
fertilisation of
gametes
3.3
Produces flowers
with seeds
enclosed and
protected by a
fruit. Has
separate male
spores (in pollen
grain) and
female spores (in
ovule)
Does not
depend on
water for
fertilisation of
gametes
Reproduction in plants:
•
3.3.1
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Both animals and plants are capable of asexual and sexual reproduction. Study
the definitions, advantages and disadvantages of asexual and sexual
reproduction below:
Asexual reproduction:
In asexual reproduction only one parent is involved and all the offspring have the
same genetic composition as the parent.
No gametes (sex cells) i.e. sperm and ova are involved and the process occurs by
mitosis.
Examples of asexual reproduction include binary fusion, vegetative reproduction,
formation of spores, budding and cloning.
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Life Sciences revision booklet 2025
3.3.2
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3.3.3
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3.3.4
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3.3.5
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3.3.6
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Grade 11 Term 1
Advantages of asexual reproduction:
A large number of offspring are rapidly produced.
Energy expenditure is low because no gametes are produced.
All the offspring are identical.
Asexual reproduction does not rely on pollinators or dispersion agents.
Disadvantages of asexual reproduction:
There is no genetic variation as all offspring are genetically identical. If conditions
become unfavourable, they will all die.
Weak characteristics in the parents will be passed on to the offspring and all the
offspring share the same weak characteristics. Any change in the environment
changes may drastically reduce the offspring’s chances of survival.
Rapid multiplication by asexual reproduction may lead to overpopulation and the
competition for food and space increases.
Sexual reproduction:
In this type of reproduction two parents are involved and their genetic material
combines.
Gametes (sex cells) i.e. sperm and ova are produced by meiosis.
Fertilisation takes place i.e. a haploid male gamete (sperm) and a haploid
female gamete (ovum) fuse to form a diploid zygote. The zygote divides by
mitosis to form an embryo and later, a new organism.
Advantages of sexual reproduction:
The offspring are genetically different and shows greater genetic variation and
are able to withstand a variety of conditions.
The genetic material of the parents is reshuffled, and this reduces the chances of
inheriting a disease or weak characteristic from a parent.
Farmers can select organisms with desirable characteristics and crossbreed with
them.
Disadvantages of sexual reproduction:
Sexual reproduction takes longer than asexual reproduction because gamete
formation takes time.
Fewer offspring are produced, and this decreases the chances of survival.
Energy expenditure is higher than in asexual reproduction.
Plants that reproduce sexually rely on pollinating agents e.g. wind or insects and
to spread their pollen and seeds.
3.4
FLOWERS AS REPRODUCTIVE ORGANS:
3.4.1
The structures of the flowers of dicotyledonous and monocotyledonous plants
to understand pollination.
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Life Sciences revision booklet 2025
Grade 11 Term 1
Figure 6: Structure of a flower of a dicotyledonous plant e.g. Petunia
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All the parts of a flower are actually modified leaves arranged in whorls.
Each whorl is specialized to perform a specific function.
The four whorls are the:
calyx
corolla
androecium
gynoecium
The outermost whorl is called the calyx and consists of a number of green sepals.
The sepals protect the flower in the bud stage.
All the floral parts are attached to a receptacle.
The corolla is made up of coloured petals.
The petals attract insects and birds (pollinators) to the flower for pollination.
The calyx and corolla are known collectively as the perianth.
The stamens (androecium)are the male part of the flower.
Each stamen consists of a filament and an anther with pollen sacs in which pollen
is formed.
Pollen grains are haploid and are produced by meiosis.
The female part of the flower usually consists of carpels fused together to form
one or more pistils (gynoecium).
Each pistil consists of a stigma, style and ovary.
The stigma is sticky so that pollen grains can stick to it.
Ovules are formed inside the ovary by meiosis.
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Life Sciences revision booklet 2025
Grade 11 Term 1
Figure 7: Structure of a flower of a monocotyledonous plant e.g. Aloe
•
•
•
•
•
•
3.4.2
•
•
The perianth in monocotyledonous flowers is not differentiated into two whorls.
The calyx and corolla are fused to form a perigone.
The aloe flower consists of six perigone leaves.
Perigone leaves are orange in colour and are fused at the base to form a narrow
tube
The six stamens are arranged in two whorles of three each
The pistil consists of a stigma, a long style and an ovary
What is pollination and define the different types of pollination?
Pollination can be defined as the transfer of pollen from an anther to the stigma
of the same or the stigma of a different flower of the same species.
Self-pollination occurs when pollen is transferred between flowers of the same
plant or the anther and the stigma of the same flower.
Figure 8: Structure of a flower to show self-pollination
•
Cross-pollination occurs when pollen is transfer from the flower of one plant to the
flower of another plant of the same species.
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Life Sciences revision booklet 2025
Grade 11 Term 1
Figure 9: Structure of a flower to show cross-pollination
3.4.3
•
3.4.4
How are different flowers adapted for pollination?
Pollination occurs by means of various pollinators e.g. wind, insects, birds, small
mammals and water.
Adaptations of a wind pollinated flower:
Wind pollinated flowers have the following characteristics:
•
•
•
•
•
•
•
•
3.4.5
They do not have a scent or nectar.
Flowers are often small and either green or brown in colour because they do not
need to attract pollinators.
The male flowers have long filaments and large anthers which release large
quantities of pollen
Pollen grains are small and light and easily carried by wind
The flowers are borne on flexible stalks that move in the wind.
Lack a calyx and a corolla
Enormous amounts of pollen are produced
Stigmas are long and feathery
Adaptations of an insect pollinated flower:
Flowers that are pollinated by insects often have the following characteristics:
•
•
•
•
•
•
Large petals in bright colours.
Sweet scent to attract insects.
It produces nectar as food for the insects
Sticky or spiky pollen grains which stick to the insect’s body.
Anthers and stigmas are inside the flower so that the insect must brush past them
to get to the nectar thus transferring the pollen
Large quantities of pollen are produced because some will be eaten by the
visiting insect.
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Life Sciences revision booklet 2025
3.4.6
Grade 11 Term 1
Adaptations of a bird pollinated flower:
Flowers pollinated by birds usually have the following characteristics:
•
•
•
•
•
•
4.
Flowers are brightly coloured to attract birds
Little or no scent because birds have a poor sense of smell.
Stamens and stigmas protrude beyond the petals.
Produce large quantities of dilute nectar.
Flowers are bigger than most insect pollinated flowers.
The flowers are carried above the leaves so that birds can reach them.
BIODIVERSITY OF ANIMALS:
•
•
•
•
•
•
•
•
•
•
The Kingdom Animalia can be divided into two main groups:
Invertebrates – animals without a vertebral column
Vertebrates – animals with a vertebral column
The vertebrates and invertebrates can be subdivided into phyla according to
shared characteristics. The six phyla that you need to know in Grade 11 are:
Phylum: Porifera e.g. sponges
Phylum: Cnidaria e.g blue bottles, jelly fish, sea anemones
Phylum: Platyhelminthes e.g. tapeworms, Planaria
Phylum: Annelida e.g. earth worms
Phylum: Arthropoda e.g. crab, spider, locust
Phylum: Chordata e.g. fish, mammals, birds, reptiles, amphibians.
Figure 10: Phylogenetic tree of the Kingdom Animalia
4.1
Key features of body plans of animals:
•
A body plan is structural characteristics of an organism that separates it from
other organisms or groups of organisms.
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Life Sciences revision booklet 2025
4.1.1
•
•
•
•
•
4.1.2
•
•
•
•
4.1.3
Grade 11 Term 1
Symmetry and cephalisation:
An organism is symmetrical when it can be cut into two equal and identical
halves through one or more plane.
Asymmetry – animals that show no symmetry i.e. they cannot be divided into two
equal halve e.g. sponges
Radial symmetry - animal can be cut through more than one vertical plane to
obtain two equal halves e.g. Cnidaria
Bilateral symmetry – animal can be divided into two equal halves in only one
vertical plane to obtain two equal halves. i.e. they have a left side and a right
side that are identical e.g. crayfish. Animals that have bilateral symmetry are
usually more advanced and have cephalisation.
Cephalisation is when most of the sense organs, feeding appendages and the
brain are near the anterior part of the body
Tissue layers:
The first tissue layers formed in the embryo are called germ layers. The germ layers
differentiate into different organs.
Different tissue layers (germ layers) can be distinguished i.e. the ectoderm (outer
germ layer), endoderm (inner germ layer) and the mesoderm (germ layer
between the ectoderm and the endoderm).
Animals that only have two germ layers (ecto- and endoderm) are called
diploblastic animals.
Animals that have three tissue layers (ecto-, endo- and mesoderm) are called
triploblastic animals.
Openings in the gut:
Animals with two openings to the gut can consume food through a mouth
opening and excrete waste through another opening called the anus. This
type of gut is also called a through-gut.
4.1.4
•
•
•
•
4.1.5
Coelom and blood systems:
A coelom is an internal fluid-filled cavity that develops in the mesoderm of
triploblastic animals.
Acoelomate - Animals without a coelom.
Pseudocoelomate - some triploblastic organisms have a body cavity that is not
surrounded by mesoderm.
Coelomate - animals have a body cavity or true coelom in their mesodermal
tissue layer.
The body plans and mode of life of the six phyla:
Table 3: Comparative table of the body plans and mode of life of the six
animal phyla:
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Life Sciences revision booklet 2025
Grade 11 Term 1
Phylum
Symmetry and
cephalisation
Number of
tissue layers
Through gut or not
Porifera
Asymmetrical
with no
cephalisation
No
openings
to gut
Cnidaria
Radial
symmetry with
no
cephalisation
No tissue
layers and
functions at
cellular level
Diploblastic
Platyhelminthes
Bilaterally
symmetrical
with
cephalization
Bilaterally
symmetrical
with
cephalization
Triploblastic
Arthropoda
Chordata
Annelida
Coelom or no
coelom and
blood system
Acoelomate
with no blood
system
Mode of
life
Only one
opening
to the gut
that acts
as both
the mouth
and the
anus
Only one
opening
to the gut
Acoelomate
with no blood
system
Aquatic,
sessile,
free-living
Acoelomate
with no blood
system
Parasitic,
aquatic,
free-living
Triploblastic
Have a
throughgut
Aquatic
or
terrestrial
in
moist
environm
ents,
highly
mobile
Bilaterally
symmetrical
with
cephalization
Triploblastic
Have a
throughgut
Bilaterally
symmetrical
with
cephalization
Triploblastic
Have a
throughgut
Coelomate coelom is a
fluid-filled
cavity that is
used as a
hydrostatic
skeleton for
movement.
Have a closed
blood system
as blood is
restricted to
blood vessels
Coelomate
and an open
blood system
where blood is
not only
restricted in
blood vessels
Coelomate
and a closed
blood system
Aquatic,
sessile
Aquatic
or
terrestrial,
free-living
In the air,
aquatic or
terrestrial,
free-living
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Life Sciences revision booklet 2025
5.
Grade 11 Term 1
REVISION QUESTIONS:
•
•
•
Answer the questions below.
Work through the questions in your lessons.
Please note that HIGHER ORDER questions are in BOLD and marked with a (*)
QUESTIONS ON BIODIVERSITY OF MICROORGANISMS:
1.
A Grade 11 learner investigated the optimum (ideal) temperature for growth
of bread mould. The learner used the following method:
•
•
•
•
•
The learner selected four black plastic containers with lids.
A slice of bread was placed in each container.
Before closing the containers, 30 ml of water was sprinkled over each slice.
Container A was placed in a fridge (cold), container B was placed in a cupboard
(cool), container C was kept at room temperature (mild) and container D was
placed on a window sill (warm).
After a week the slices of bread were removed from the containers and placed
next to each other.
The results of the investigation are shown below.
(*)1.1 Identify
(a) the dependent and
(b) the independent variable in this investigation.
1.2
State the relationship between the growth of bread mould and
temperature.
(*)1.3 State TWO ways in which the learner ensured the validity of the results.
(*)1.4 State ONE way in which the learner could have ensured that the results
were reliable?
1.5
(1)
(1)
(2)
(2)
(1)
The table below shows the results i.e. the percentage cover of bread mould
in the different containers.
CONTAINER
PERCENTAGE COVER OF BREAD
MOULD (%)
A
5
B
25
C
75
D
95
Draw a bar graph to represent the results of this investigation.
(6)
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Life Sciences revision booklet 2025
2.
2.1
2.2
Grade 11 Term 1
A sample was taken from a patient suffering from a throat infection. The bacteria
on the swab were cultured on a nutrient agar in a petri-dish. A multidisc with a
different type of antibiotic at the end of each of its six arms was then placed on
top of the bacteria. The two halves of the petri-dish were then sealed together
and placed in an incubator at 30 ºC. The following diagram shows the result of
the investigation after 48 hours:
State ONE difference in activity between antibiotics B and F.
(2)
The patient was known to be allergic to antibiotic B.
(a)
Which antibiotic should the patient be given?
(1)
(*) (b) Explain your answer to QUESTION 2.2 (a).
(2)
2.3
The organism causing this infection seems to be resistant to two of these
antibiotics.
(a)
Which TWO antibiotics are referred to in the statement above?
(2)
(*) (b) Explain your answer to QUESTION 2.3 (a).
(2)
(*)2.4 Antibiotics are ineffective against viral diseases. Why then, are antibiotics
sometimes given to people suffering from viral infections, such as influenza
(flu)?
(2)
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Life Sciences revision booklet 2025
Grade 11 Term 1
QUESTIONS ON BIODIVERSITY OF PLANTS
3.
Study the diagram below showing the structure of a flower.
3.1
Name the type of pollination that can be linked to this flower? Give ONE reason
for your answer.
(2)
3.2
Identify the parts labelled A, B and C.
(3)
3.3
Use the letters A to F only and identify the following:
(a)
Part which receives pollen.
(1)
(b)
Structure where a seed can form.
(1)
(c)
Part where pollen is produced.
(1)
(*)3.4 Tabulate TWO differences between wind and bird pollinated flowers.
(5)
4.
The diagram below shows plants and their algal ancestors. A, B and C
indicate key structural features in the evolution of higher plants. Study the
diagram and answer the questions which follow.
(*)4.1 Name the most important adaptation(s) that evolved at each of the
positions labeled A, B and C.
(3)
4.2
Name the division of plants that is represented as non-vascular plants in the
diagram.
(1)
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Life Sciences revision booklet 2025
Grade 11 Term 1
(*)4.3 Explain why seedless vascular plants are able to grow taller than the non-vascular
plants.
(2)
4.4
State how the seeds of gymnosperms are different to the seeds of
angiosperms.
(2)
QUESTIONS ON BIODIVERSITY OF ANIMALS:
5.
The diagram below shows a phylogenetic tree of different animals. Study the
diagram and answer the questions that follow.
5.1
According to this phylogenetic tree, name the ancestor of the animal
kingdom?
(*)5.2 State how many phyla are depicted in the phylogenetic tree.
5.3
(1)
(1)
The first major split in the animal kingdom was into radial- and bilateral
symmetry:
(a)
(b)
Which phylum does not form part of the split?
Which phylum has radial symmetry?
(1)
(1)
(*)5.4 From the phylogenetic tree, identify THREE phyla that have a true body cavity
as well as bilateral symmetry.
(3)
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Life Sciences revision booklet 2025
Grade 11 Term 1
6.
The diagram below shows the relationships between animal phyla. The letters
(A to D) indicate the characteristics shared by the different phyla of animals
which follow the letter. The point where various phyla differ from each other is
indicated by the branching-off/split into new phyla.
6.1
Which characteristic is shared by all the organisms in the animal kingdom
according to the diagram?
(1)
Which LETTER represents each of the following characteristics with respect to
the body plan:
(a) Cephalisation
(1)
(b) Triploblasty
(1)
(c) Coelom
(1)
(d) Bilateral symmetry
(1)
(e) Segmentation
(1)
(f) Vertebral column
(1)
(g) Symmetry
(1)
Explain ONE importance of the development of a coelom.
(2)
Write down the names of the phyla that display the characteristic represented
by C but not the characteristic represented by D.
(2)
State ONE role of arthropods in agriculture.
(1)
6.2
6.3
6.4
6.5
ANSWERS:
1.1
(a)
(b)
Rate of growth of the bread mould✓
Temperature✓
1.2
The warmer the temperature ✓ the faster the bread mould grows ✓.
1.3
The following variables were kept constant:
size of bread slice✓,
type of bread✓,
amount of water, ✓
type of container ✓
1.4
Repeat the experiment ✓ or increase the number of slices of bread ✓
investigated.
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Life Sciences revision booklet 2025
Grade 11 Term 1
1.5
Graph to include the following:
Title: The relationship between temperature and the growth of breadmould. ✓
X-axes: container A B C D ✓
Y-axes: Percentage cover ✓
Bar graph ✓
Correctly plotted ✓ ✓
2.1
2.2
2.3
2.4
Antibiotic B is more effective✓ in destroying bacteria than antibiotic F✓
OR
Antibiotic B has a larger area of no bacterial growth ✓compared
to antibiotic F✓
(a) E✓
(b) Antibiotic E is the next most effective antibiotic after antibiotic B✓ as
shown by the second largest zone of no bacterial growth✓
(a) A✓and C✓
(b) Both antibiotics A and C do not destroy any bacteria✓ as there is no clear
area showing no bacterial growth✓
During a viral disease, the body’s immune system is lowered✓.
Opportunistic diseases caused by bacteria✓
can then attack the person in this weakened state.
Antibiotics are given to destroy✓ these bacteria before they cause
the person to get sicker. ✓
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Life Sciences revision booklet 2025
3.1
Grade 11 Term 1
Insect✓ - Anthers and stigmas are inside the flower so that the insect must brush
past them to get to the nectar thus transferring the pollen✓
3.2
A – Stigma✓
B – Anther✓
C – Style✓
3.3
(a)
A✓
(b)
D✓
(c)
B✓
3.4
Wind-pollinated
Sepals and petals are absent or
small and are not brightly coloured. ✓
Bird-pollinated
Flowers are brightly coloured to attract
birds✓
Flowers do not produce nectar. ✓
Flowers produce large quantities of
dilute nectar. ✓
Stamens and stigmas protrude beyond
the petals✓
Anthers are large and have long
filaments that hang outside the
flower. ✓
Table - ✓
Vascular tissue / conducting tissue / xylem and phloem ✓
Seeds ✓
Flowers ✓
4.1
A:
B:
C:
4.2
Bryophytes✓
4.3
Possess vascular / conducting tissue ✓ which provide support, enabling plants
to grow taller ✓
4.4
Gymnosperm seeds are naked ✓ exposed on a cone
Angiosperm seeds are enclosed in an ovary ✓
5.1
Protists✓
5.2
Nine✓
5.3
(a)
Porifera✓
(b)
Cnidaria✓
5.4
Mollusca ✓ OR Annelida ✓ OR Arthropoda ✓ OR Echinodermata ✓
OR Chordata ✓
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Life Sciences revision booklet 2025
6.1
Multicellular✓
6.2
(a)
B✓
(b)
B✓
(c)
C✓
(d)
B✓
(e)
C✓
(f)
D✓
(g)
A✓
6.3
It separates the gut from the body wall✓
Allowing for more extensive growth of organs and systems✓
6.4
Annelida✓ and Arthropoda✓
6.5
They are pollinators✓
Used in biological control of pests✓
Important for seed dispersal✓
END OF DOCUMENT
Grade 11 Term 1